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EXCEL IN STUDIES

 EVALUATIONCheck list:  Grade yourself from 0 to 10 (0 if you feel you are not at all up to the

mark and 10 if you are satisfied with your achievement.1.  ___Managing my time to meet spiritual, academic and relaxation needs.2.  ___etting realistic academic and personal goals.3.  ___taying alert and focused during classes.4.  ___!istening effectively to get the most out of lectures.5.  ___"aking lecture notes that are complete, clear, and useful.6.  ___#eading my text$ooks so that % learn what is essential.7.  ___&nderstanding how % learn $est.8.  ___tudying effectively for exams.9.  ___&sing a variety of strategies to remem$er information.10. ___'eeping track of my uarterly and cumulative marks.

11. ___"esting myself to see if % really understand information.12. ___&sing visual aids to help learn.13. ___'nowing what % need in a study space.14. ___)ifferentiating $etween essential and non*essential information in lectures.15. ___Motivating myself to study.16. ___)ifferentiating $etween essential and non*essential information in my

text$ook readings.17. ___tudying courses material so that % understand and retain it for exams.18. ___"aking exams in an efficient and systematic fashion.

TIME MANAGEMENT PRINCIPLES+s a student, there are some $asic rinciples of "ime Management that you can apply.

1. Identify "Best Tie" f! St#dyin$: -veryone has high and low periods ofattention and concentration. +re you a morning person or a night person.&se your power times to study/ use the down times for routines such as laundryand errands.

2. St#dy %iffic#lt S#&'ects (ist: hen you are fresh, you can processinformation more uickly and save time as a result.

3. Use %isti&#ted Le)nin$ )nd P)ctice: tudy in shorter time $locks with short$reaks $etween. "his keeps you from getting fatigued and wasting time. "histype of studying is efficient $ecause while you are taking a $reak, the $rain isstill processing the information.

4. M)ke S#e the S#!#ndin$s )e C!nd#ci*e t! St#dyin$: "his will allow you to

reduce distractions, which can waste time. %f there are times in the residencehalls or your apartment when you know there will $e noise and commotion, usethat time for mindless tasks.

5. M)ke R!! f! Entet)inent )nd Rel)+)ti!n: ollege is more than studying.2ou need to have a social life/ yet, you need to have a $alance in your life.

6. M)ke S#e y!# h)*e tie t! slee, )nd e)t ,!,ely: leep is often an activity(or lack of activity3 that students use as their time management $ank. henthey need a few extra hours for studying or sociali4ing, they withdraw a few

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hours of sleep. )oing this makes the time they spend studying less effective$ecause they will need a couple hours of clock time to get an hour ofproductive time. "his is not a good way to manage yourself in relation to time.

7. Ty t! C!&ine Acti*ities: %f you are spending time waiting in a ueue, $ringyour notes to study. %f you are waiting in line for tickets to the railway station

$ooking counter, $ring your $iology flashcards to memori4e.%t is useful to chart out and account for the time in a week and see where you arelosing out and to cut down. + good ta$le is availa$le at the following address. 

http566www.d.umn.edu6student6loon6acad6strat6time_use_chart.html T-E P.R/ (ORMULA 7 review what you are going to read878uestion what you are going to learn after the preview#97 #ead, recite and review 

* review uses less time than the 8 and 9# steps. %t can $e very helpful. !ook overcarefully what you are going to read. !ook for main ideas and su$:ects. ;otice anynew voca$ulary. <orm an impression a$out what you are going to read. ractice onthis document itself, uickly look over the words that are in $old type.8 7 8uestion. <orm a uestion in your mind, in your own words a$out what you area$out to read and learn. ractice on this page itself. =ow will you do it for what youare practicing># 7 #ead the assignment, #ecite ? stop every once in a while, look up from the $ook,and put in your words what you have :ust read. ractice on this page itself. +fter youhave finished, review the main points. =ow will you do it on this page>

 

MEMORISING AN% RETAINING"he way in which people learn affects the sort of mnemonics they should considerusing to store information."he three main learning styles are5

• @isual

• +uditory

• 'inesthetic

;o one uses one of the styles exclusively, and there is usually significant overlap inlearning styles. "o discover your learning style, click here (links to psychometric test3

Vis#)l Le)nes:@isual learners relate most effectively to written information, notes, diagrams andpictures. "ypically they will $e unhappy with a presentation where they are una$le totake detailed notes * to an extent information does not exist for a visual learnerunless it has $een seen written down. "his is why some visual learners will take noteseven when they have printed course notes on the desk in front of them. @isuallearners will tend to $e most effective in written communication, sym$olmanipulation etc.@isual learners make up around ABC of the population.

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Usin$ Mne!nics t! Le)n M!e Effecti*elyhen you are creating a mnemonic, e.g. an image or story to remem$er a telephonenum$er, the following things can $e used to make the mnemonic more memora$le5

• &se positive, pleasant images. "he $rain often $locks out unpleasant ones.

• -xaggerate the si4e of important parts of the image• &se humor (perhaps linked with point D3E <unny or peculiar things are easier to

remem$er than normal ones.

• ym$ols (e.g. red traffic lights, pointing fingers, etc.3 can $e used in

mnemonics.

• @ivid, colorful images are easier to remem$er than dra$ ones.

• &se all the senses to code information or dress up an image. #emem$er that

your mnemonic can contain sounds, smells, tastes, touch, movements andfeelings as well as pictures.

• Fringing three dimensions and movement to an image makes it more vivid.

Movement can $e used either to maintain the flow of association, or can helpto remem$er actions.

• !ocate similar mnemonics in different places with $ackgrounds of those places.

"his will help to keep similar images distinct and unconfused."he important thing is that the mnemonic should clearly relate to the thing $eingremem$ered, and that it should $e vivid enough to $e clearly remem$ered wheneveryou think a$out it

BETTER LISTENINGis second most difficult after reading. %t incorporates exercise $efore the class,during and after the class.

http566www.how*to*study.com6how_to_listen_$etter.htm 

OT-ER ONLINE RESOURCES:"o improve reading skills5 http566www.how*to*study.com6read.htmreparing to study5 http566www.how*to*study.com6reparingCD0toCD0tudy.htm"echniues to improve memori4ing skills5http566www.psychwww.com6mtsite6memory.html"op 10 sites on study guides5 http566www.howtostudy.com6topten.htm